Motivation

Question 1

Van den Broek et al. (2019)

Answer 1

Historical overview of key theoretical perspectives of work motivation & meta-analyses.

reviews all the different theories related to motivation (e.g., control theory, goal-setting theory, VIE theory)

Generally accepted that there is a hierarchy of goals, in that some are prioritized over others.

Goals are set and achieved through self-regulation and resource allocation

There are definitely individual differences, but importantly, differences that occur based on the person-environment interaction (Lewin)

Common outcomes are well-being, attitudes, and behavioral outcomes

Question 2

Dalal (2013)

Answer 2

Review of job attitudes

Attitudes = cognition + affect, problematic to include behavior because it can’t be cinceptualized as a predictor or outcome of attitudes

Big job attitude = job satisfaction. Can have facet or global evaluations (overall satisfaction is best measured with a global item); attitudes predict behavior best when at the same level of generality and toward the same attitude object (e.g., behavior toward supervisor, attitude toward supervisor)

Nature of the work itself = strongest predictor of JS

pay satisfaction = weakest predictor of JS (however could be function of social desirability in response)

Question 3

*Dalal & Hulin (2008)

Answer 3

Multivariate dynamic perspective of motivation

Main point: predictors and outcomes of motivation exhibit within and between person variability so we should study motivation itself in the same way

Criteria for work motivation = PRODUCTS of motivational process

Criteria are multivariate and dynamic; important to have multiple criteria beyond a cross-sectional assessment to get at within-person as well; need multidimensional data because we allocate resources to different areas for goal setting

Affect is an important predictor of motivation and has substantial within person variability = evidence that predictors and outcomes have WP variability

Question 4

Ployhart (2008)

Answer 4

Work motivation measurement- 6 dimensions

Motivation theories usually include attention (direction), effort, and persistence; also contextual, multilevel, and process-oriented dimensions.

Measures need to be considered from a multilevel perspective to get at the time dimensions AND the cross-level effects of individual and team motivation

Question 5

Inzlicht et al. (2021)

Answer 5

self regulation annual review

discusses theories of self regulation by the level of analysis, how conflict is manifested (e.g., between goals), influence of affect, influence of cognitive functioning

(a) cybernetic control - goal level, conflict = discrepancy
(b) goal systems - goal level, conflict = choosing between goals
(c) resource model - time level, conflict = preventing conflicting desires wanes over time
(d) dual process model - conflict level, conflict = system I is present when there is no conflict, system II is used during conflicting goals
(e) process model of self-control - conflict level, conflict = temptation and long term goal
(f) choice models - choice level, conflict = can manifest if different choices are similar in value
(g) trait models of impulse control - trait level, conflict = can stem from a need to regulate desire, traits could be in conflict

all include affect and cognitive functioning/ability to some extent

Question 6

Kanfer et al. (2017)

Answer 6

100 year review of motivation (with the big silly graphic of all the theories and fonts)

1 - Content-based approaches in answer to the question of what desires, wants, and needs elicit action?
2 - Context-based approaches in answer to the question of what role do environmental factors play in motivation?
3 - Process-based approaches in answer to the question of through what psychological processes and mechanisms do person and environment factors affect the direction, intensity, and persistence of action

Question 7

Carden & Wood (2018)

Answer 7

Comprehensive overview of habit formation & change

Habits are formed as people pursue goals in daily life. After repeating behaviors in a stable context, individuals’ intentions and goals become less influential where habits increase in influence

Context cues automatically bring habitual responses, become automated over time and require less self-control

Myths about habits: lack of willpower is to blame for bad habits, 21 days forms a habit

Question 8

Verplanken & Orbell (2022)

Answer 8

Annual review of habits/behavior change

Habit formation: repeated behaviors in specific contexts - Over time, these behaviors become less reliant on conscious intentions and more on environmental triggers (bathroom at night for flossing)

while attitude change can influence behavior, its impact is often limited and variable. Therefore, integrating strategies that focus on habit formation—such as establishing routines and leveraging contextual cues—is crucial for lasting behavior change

LASTING behavior change:
strategic planning (MCII),
habit discontinuities (move away to get out of the environment with bad habit),
habit architecture (designing environments to promote, increasing or decreasing friction)

Question 9

Duvernet (2017)

Answer 9

Gamification in the workplace

Gamification: application of gaming mechanics in non-game settings

Gamification: application of gaming mechanics in non-game contexts

Common implementations: training and development initiative, employee selection systems, workplace engagement programs

Common elements: levels, badges, points, progress bars, leader boards, narrative/quests, virtual goods

Motivational implications of Gamification: Gamification is widely used to create users/employees’ engagement

(connection for using it) Implementation recommendations:
(a) leaderboard systems for individual/group projects/monthly tasks
(b) appraisals and scoring systems: each employee and/or group has a score
(c) badges and rankings for various achievements for others to see
(d) rewards and compensation: unlocking badges or levels gives access to certain benefits

no hard and fast rule about how Gamification should be adopted; it is all based on the
type of industry and the nature of the workplace

Question 10

Fried et al. (2017)

Answer 10

Various theories and frameworks of job design (e.g., Industrial engineering, Motivator-Hygiene theory, Job Characteristics model, interdisciplinary framework) their evolution and impact on employee satisfaction and organizational efficiency.

Question 11

Locke & Latham (2015)

Answer 11

Breaking the rules: developing Goal-setting theory

Specific and difficult goals –> higher performance (compared to vague do-your-best goal, or no goal)

People need feedback (moderator) to assess their progress in pursuing a goal and to determine in what areas they need to exert more or same effort // change or keep strategy to attain the goal

Moderators: feedback, goal commitment (esp for difficult goals), self-efficacy, money, deadlines

Self-set goals are a good predictor of goal-directed action

Self-efficacy is positively related to performance; affects the goal level set by the worker

Goals are not only outcomes to aim for, they are also standards to monitor performance; people are more satisfied when they reach their goals

Field experiment = effort is a mediator

model of high performance cycle: specific high goals with meds/mods –> to high performance –> high rewards (typically) –> org commitment and future goal level

Question 12

Magni & Chao (2021)

Answer 12

Self-efficacy mediates goal orientation and performance

Question 13

Ordonez & Welsh (2015)

Answer 13

Unethical behaviors from goal setting

Goals should be treated like a prescription drug: with care and watchful eye of those implementing them

goals create threat of failure and success –> (possibly) risk taking, deception, reduced cooperation, concealing negative outcomes, escalation of commitment and failure

decreased ethical recognition (attention is directed away from evaluating ethics and behavior, and toward achieving a goal

increased moral disengagement (rationalizing unethical behavior to achieve the goal)

can create unintended adverse consequences for the organization (driving dishonesty and questionable tactics more than rewarding performance) AND increase stress of pursuing goals

especially important for safety behaviors and outcomes

Question 14

Payne et al. (2007)

Answer 14

Goal orientation nomological net

antecedents: implicit theory of intelligence (belief of malleability), need for achievement, personality, generalized se, self esteem

proximal outcomes: state goal orientation, contextualized SE, self-set goal level, learning strategies, feedback seeking, state anxiety

distal consequences: learning, academic performance, job performance

trait goal orientation is generally stable over short term, but less so over a long period of time

goal orientation dimensions have overlap

avoidance –> negatively with self-regulatory consequences

approach –> positively with self-regulatory consequences

Question 15

Landers et al. (2017)

Answer 15

Gamification and Goal Setting

uses goal setting theory (Locke & Latham 1990) as a frame

leaderboards are approximately as effective as difficult-to-impossible goals to increase task performance (compared to do your best and easy goals)

we are likely to target the top or near-top goals presented on that leaderboard, even without specific instructions to target those goals

goal commitment = moderator
high goal commitment = stronger effect on performance for leaderboard and more difficult goals

Question 16

Judge et al. (2010)

Answer 16

Pay and Job Satisfaction meta-analysis

at the individual level: pay level and job satisfaction r = 0.15; pay level and pay satisfaction r = 0.23

Weighing job attitudes more heavily than pay improve work life

Being a leader in pay as an org does not guarantee job satisfaction - but it is important for employees to have all of their basic needs covered at minimum

Question 17

Gagne & Forest (2008)

Answer 17

Self-determination theory and compensation

Controlling versus informational effects

Results based in SDT

rewards have mixed effects on intrinsic motivation in the workplace because the impact of rewards depends on how they are perceived and interpreted by individuals, not just the presence or absence of the rewards themselves

Individual differences: need for achievement (feedback is very important for high need individuals), locus of control (intrinsic seeing rewards for competence), and related concepts

Question 18

Cerasoli et al. (2014)

Answer 18

Intrinsic motivation and extrinsic rewards jointly predict performance (meta-analysis)

Big takeaway: intrinsic motivation is very important for performance (personal addition, it depends on the work eg amazon warehouse, see below)

Intrinsic motivation (compared to extrinsic incentives) is more important for tasks of quality, and extrinsic incentives (compared to intrinsic motivation) explained more variance in quantity-based tasks

incentives that were directly salient had more of a crowding-out effect compared to indirectly salient

Question 19

Vancouver (2018)

Answer 19

The unifying role of self-efficacy between SCT and PCT

Labels the paradigm emerging from the clash of SCT and PCT to be the overall self-regulation theory (attaining and maintaining goals, where goals are internally represented desired states)

SCT viewed PCT as too narrow, and PCT viewed SCT as too ambiguous

SCT is housed within PCT: SCT (controlled side) brings in the higher order goals brought about by self-efficacy, and PCT (automatic side) is responsible for resolving those discrepancies and self-regulation

Question 20

Bandura (1986, 2012)

Answer 20

Social cognitive theory

SCT predominantly adopts a system-level approach and is more concerned with the regulation of higher level goals

reduce discrepancies between actual and desired state

self efficacy = set higher goals for ourselves

cognitive, behavioral, and environmental factors all impact each other

self-efficacy influences behavior directly as well as indirectly, through increasing outcome expectancies, fostering goal commitment, and setting difficult goals as well as strengthening one’s perceptions of being able to cope with goal-related environmental factors

Self-efficacy is shaped by task requirements, previous experience, and the assessment of personal (e.g., resilience) and environmental resources (e.g., social modeling and social persuasion)

Question 21

Neal et al. (2017)

Answer 21

Annual review of self-regulation and multiple-goal pursuit

big point: self-regulation is dynamic

Self-regulation is widely conceptualized as a negative feedback loop with a goal hierarchy

Dynamic Goal Pursuit:
People adjust their effort based on progress toward multiple goals.
This effort allocation is not fixed but flexible and sensitive to feedback.

Goal hierarchy: needs influence goal regulation –> goals influence task regulation –> tasks influence action regulation –> action influences the environment, while the environment also influences the types of regulation

time is an important component of motivation

A theory of self-regulation needs to be able to explain how these processes are coordinated across different levels (e.g., how goals/tasks/actions conflict with each other)

Question 22

Vancouver (2007)

Answer 22

Control Theory entry in I/O encyclopedia

Question 23

Baumeister et al. (2007)

Answer 23

Strength model - ego depletion effect

The exertion of self-control appears to depend on a limited resource. Just as a muscle gets tired from exertion, acts of self control cause short-term impairments (ego depletion) in subsequent self-control, even on unrelated tasks

(side note: lots of debate and many null replications, see Inzlicht & Friese 2019; my own thought is that this resource is more so connected to the willingness to exert self control and there are all sorts of ways to protect it, like automating and habit-forming, think dual process theory and systems thinking, Kahneman, 2011)

Question 24

Inzlicht & Friese (2019)

Answer 24

Review of ego depletion research

General takeaway: recent evidence shows lack of support for ego depletion, theoretical concerns emerged

If self control is a limited resource, what is the resource? Initially thought to be blood glucose but was not replicated

Why would a motivational incentive immediately replenish this resource?

Alternative models have begun placing motivation at the center, and WILLINGNESS to exert effort – BUT we still don’t know if ego depletion exists…

Question 25

Flynn et al. (2021)

Answer 25

Review of Affective Forecasting (encyclopedia entry) People sometimes make inaccurate predictions about how they will feel in the future, which can lead to poor choices. "Impact bias"- tendency for people to overestimate the emotional impact of future events. Due to two key mechanisms (a) Focalism: tendency for people to focus too much on the salient features of a single emotion-eliciting event, and neglect other more mundane concerns that will also occupy their attention in the future. (b) Adaptation neglect: (overestimation in affective forecasting) refers- tendency for people to overlook the psychological resources and coping strategies they will draw on in the face of adversity.

Question 26

Weiss & Merlo (2020)

Answer 26

Affect, attention, and episodic performance Discuss variability in performance and affect and attention performance episodes introduced as a useful unit for modeling within-person performance across the workday Workers tend to use their episodic performance throughout the day to capture the quality of the day’s performance In relation to affect: Negative emotion episodes (vs. core affect) pull attention AWAY from attentional demands, which degrade job performance levels. During positive emotion episodes one allocates attentional resources to tasks, which enhance performance. Negative affect → more rumination (attention misallocation) → decreased performance Affect-performance relationship was mediated by attentional focus

Question 27

Duckworth et al. (2018)

Answer 27

Beyond willpower: strategies for reducing failures of self control Provides a chart for self-control strategies that have axis of situational to cognitive and self deployed to other deployed Cognitive and self deployed include goal setting MCII self monitoring Cognitive and other deployed include descriptive, social norms Situational self deployed include commitment devices temptation bundling situation, modification Situational and other deployed include hard paternalism (policy), planned interruptions (multiple snack size chocolates rather than chocolate bar), choosing preferences in advance

Question 28

Gollwitzer & Sheeran (2006)

Answer 28

Implementations and goal achievement meta-analysis overall effect size of II and GA d = 0.65 Forwards the idea that goal intention is not as effective as implementation intention because it doesn't prepare us for self-regulatory challenges during the striving phase

Question 29

Forestier et al. (2022)

Answer 29

From ego depletion to self-control fatigue Model includes self control resources, self control willingness, self-control act (effort), self-control fatigue Importantly includes willingness to exert control as an element

Question 30

Deci et al. (2017)

Answer 30

Annual review of SDT in organizations The most effective organizations are those that benefit all stakeholders (employees included) via a focus on motivation-based models for promoting work and wellness Supporting or thwarting needs --> satisfaction or frustration in autonomous or controlled motivation --> performance and wellbeing. Individual differences (I.e., causality orientations, goals and aspirations) are important to consider PAY: it is relevant - contingent rewards in general (engagement, completion, and performance contingent) have general negative effect on intrinsic motivation (performance-contingent less so) - subordinates can experience this as a controlling effect - performance-contingent can have a buffer via an informing effect since employees need to do well (competence) HOWEVER, pay in general (I.e., amount) did not have a strong effect one way or another on need satisfaction and intrinsic motivation; it only did so with perceptions of dist. justice

Question 31

Models for predictors of job satisfaction (Dalal 2013)

Answer 31

Cornell model (importance of employee frame of reference on JS, such as their pay compared to others) Comparison levels (CL and CLalt) Value percept model (satisfaction with a job facet = [want-have] x importance) P-E fit (Kristof, 1996) similar to value percept model; discrepancy between actual and desired facets of job creates dissatisfaction (much more complex than this and impact of fit is not uniform) JCT (Hackman and Oldham 1976) motivating potential score = (skill variety+task identity+task significance) / (autonomy*feedback) Dispositional basis (core self evaluation, composed of self esteem, generalized SE, neuroticism, locus of control) AET (Weiss & Cropanzano, 1996) job satisfaction consists of cognitive evaluation and affect which differ at within and between person level

Question 32

Gist & Mitchell (1992)

Answer 32

Self-efficacy: a theoretical analysis of its determinants and malleability In forming our level of self-efficacy in a task, we first analyze the tasks' requirements, reflect on our similar experiences from the past related to that task, and take stock of our resources and constraints. --> self efficacy --> goal level and persistence --> performance. The feedback we receive about our performance relates back to the beginning of the cycle, as well as directly to our sense of self-efficacy (via estimation of our capacity to fulfill the task)

Question 33

Models for consequences of job satisfaction (Dalal, 2013)

Answer 33

Withdrawal model (Hulin, 1991), employees behave adaptively such that they withdraw from dissatisfying jobs and tasks (but generally weak relationship) AET (cognitive evaluations are more likely for JOB withdrawal, affect is more likely for WORK withdrawal) Unfolding model of turnover (Lee and Mitchell, 1994) shocks, scripts, image violations. Job dissatisfaction is *typically* a necessary condition for turnover Job satisfaction and: job performance 0.3 (Judge et al 2001) , CWB -.33 and OCB .2 (Dalal, 2005)

Question 34

Satisfaction vs engagement vs involvement

Answer 34

Issue: lack of discriminant validity among job attitudes Job involvement and engagement are two attitudes that have problematically been defined in terms of each other (e.g., involvement is how engaged one is) Relationship between engagement and performance may be artifactual because engagement has in past been defined behaviorally

Question 35

Bartol & Locke (2000)

Answer 35

Book chapter on compensation and motivation pay for performance models work best with high performers since low performers are often dissatisfied with PFP pay philosophy needs to be CLEARLY communicated, ensure procedural justice, include appeal process plan should encourage striving for challenging goals; BONUSES should be made contingent on high performance (including big progress) and attractive enough for challenging oneself money is not always the best reward; people will trade $ for other values (like opportunities to grow) distributive justice (Adams 1965) - ratio of inputs to outputs, those who are underdistributed have a much smaller threshold for what is considered unjust, compared to overdistributed individuals procedural justice (Greenberg 1987) - fair process can buffer against dissatisfaction with pay distribution, but what is considered fair differs from everyone (personal note: just be very very clear in communication for the "why") final note: key is to set goals for high performance, give workers the autonomy to achieve those goals, and reward based on the results (but there is no one size fits all)

Question 36

Pay incentives: what works?

Answer 36

Quantity-focused / simpler / boring tasks: pay incentives work (Cerasoli et al., 2014), and there's really no other way to motivate someone for a boring task Interesting tasks: PFP may decrease via crowding out; stay away from participation or completion-contingent For rewards in general: - frame them as informing over controlling - use verbal rewards, feedback - NO all-or-nothing

Question 37

Bandura (2001) core features of SE

Answer 37

Intentionality: proactive commitment to actions Forethought: anticipating consequences and paving the path with least negative side effects Self-reactiveness: self-monitoring and regulation, corrections Self-reflectiveness: metacognition Efficacy expectations --> initiation and persistence of coping; behavior

Question 38

Sitzmann & Yeo (2013)

Answer 38

Meta-analytic investigation of within-person self-efficacy: is self-efficacy a product of past performance or a driver of future performance? Primarily a product of past performance, which can then reinforce the confidence to perform, leading to higher performance the next time Rather than selecting on self-efficacy, select on past performance Provide opportunities for successful performance (to increase workers' SE) Self efficacy does still have a positive relationship to performance, it's just much weaker and way more spread out (variance)

Question 39

Morgeson & Humphrey (2006)

Answer 39

Work Design Questionnaire (WDQ) Based from Hackman and Oldham (1976) JCT Characteristics of work (a) Task characteristics: autonomy, task variety, task significance, task identity, feedback from job (b) knowledge characteristics: job complexity, information processing, problem solving, skill variety, specialization (c) social characteristics: social support, initiated interdependence, received interdependence, interactions outside of the organization, feedback from others (d) work context: ergonomics, physical demands, work conditions, equipment use jobs can be re-designed in a way that is more consistent with people's skills and abilities WDQ can be used to diagnose current work designs

Question 40

Humphrey et al. (2007)

Answer 40

Integrating motivational, social, and contextual work design features (meta analysis) Summarizes/integrates work design literature Connects to Hackman & Oldham (1976) job characteristics model, and Morgeson & Humphrey (2006) WDQ Work design has (a) motivational characteristics: autonomy, skill variety, task variety, task significance, task identity, feedback from the job, information processing, and job complexity (b) social characteristics: interdependence, feedback from others, social support, and interaction outside the organization (c) work context characteristics: physical demands and work conditions Motivational characteristics predicted behavioral/attitudinal/role perception/well-being outcomes; social characteristics explain incremental variance to these outcomes beyond motivational; work context characteristics have incremental validity for a few of these outcomes (include job satisfaction and stress) mediators: critical psychological states = experienced responsibility (perceived accountability), experienced meaningfulness (job has value), knowledge of results (aware of performance level)

Question 41

Grant & Parker (2009)

Answer 41

Redesigning Work Design Theories: The Rise of Relational and Proactive Perspectives proactive behaviors recursively inform work characteristics through crafting mechanisms; in other words, when we are proactive, we engage in mechanisms that influence how our work is built and carried out Discuss relational perspective: focus on how jobs, roles, and tasks are more socially embedded than ever before, based on increases in interdependence and interactions with coworkers and service recipients. proactive perspective: growing importance of employees taking initiative to anticipate and create changes in how work is performed, based on increases in uncertainty and dynamism

Question 42

Parker & Jorritsma (2021)

Answer 42

Good work design for all: multiple pathways to making a difference multilevel influences of work design (nation, global, occupational factors, work groups, personality) that impact work design, through formal decisions-making processes + informal and emergent work design processes using this model, they discuss pathways to achieve better quality work design (A) interventions to raise awareness, educate and train employees/managers can influence informal, emergent social processes (b) interventions to influence formal decision-making processes can influence formal decision-making processes (c) interventions to build capabilities and motivations that indirectly affect work design can influence individuals (d) interventions to redesign groups, organizations, technology, occupations and/or larger social policy can influence higher level, organization, and local contexts

Question 43

Locke & Latham (2002)

Answer 43

Building a practically useful theory of goal setting and task motivation essential elements of goal setting theory and the high performance cycle Assigned goals affect self-set goals goal core (specificity, type, difficulty) --> performance (through choice/effort/persistence) --> satisfaction with performance and rewards --> reinforces willingness to commit to new challenges --> influences goal commitment, goal importance, self-efficacy

Question 44

Lock & Latham (2013)

Answer 44

New developments in goal setting and task performance (book chapter) Learning versus performance goals (a) learning goal: desired number of strategies, processes and procedures to be developed to master a task (b) performance goal: desired level of performance to attain in earlier stages of learning, setting a learning goal (compared to a performance goal) can lead to a higher level of performance dynamic tasks (those which require adapting and adjusting, think flying a plane in a storm): setting proximal goals on the way to the distal goal opens up more opportunities to develop new strategies for performance thus bringing higher performance compared to one distal goal proximal goals are MOTIVATIONAL (increase persistence for distal goal) and INFORMATIONAL (provide feedback for the individual to adjust as needed) stretch goals have been successfully used to promote creative thinking - AND failure to attain the goal is not punished

Question 45

Latham & Baldes (1975), Locke (1982)

Answer 45

these are the foundational empirical studies for goal-setting Latham & Baldes (1975) replication of goal setting theory (originally Locke 1968) in a field setting with logging trucks, setting specific and difficult goal increased performance and evened out over time (continuing the high performance) Locke (1982) employed a brief experimental task and demonstrated a curvilinear relationship between goal difficulty and performance: performance increased dramatically with initial increase to challenging goal, and slowed down when reaching impossible goal. This means performance doesn't necessarily drop as goals become impossible as long as the person still tries to get close to the goal

Question 46

Klein et al. (1999)

Answer 46

Goal commitment and the goal-setting process: conceptual clarification and empirical synthesis meta of goal commitment as a moderator between goal difficulty and performance clarifies that goal commitment is a moderator because of interaction effects (strengthens the positive relationship as goal commitment increases; without goal commitment there is only a small relationship between goal level and performance) bringing in VIE theory, expectancy, attractiveness, and motivational force were all antecedents to goal commitment (VIE discusses which goals to decide on)

Question 47

Ilies & Judge (2005)

Answer 47

Goal regulation across time: the effects of feedback and affect big takeaway: goal variation within individuals is responsible for much of the total variance in goals and can be explained by feedback and affect conducted a series of task performance experiments (3 task types, 2 goal types, actual or manipulated performancE), examined within-person explained that motivation involves affective processes in goal regulation despite the between-person and cognitive focus of many theories feedback predicts goal regulation within individuals: negative feedback --> downward goal revision; positive feedback --> upward goal revision positive affect mediates a significant portion of the WP relationship of feedback and goals (feedback --> state positive affect --> goal revision) relative feedback (relative to others) and nominal feedback (relative to one's own performance): Negative feedback, both relative and nominal, predicted lower future goal level Positive feedback, only nominal, predicted future goals --> suggests positive feedback has a stronger impact when it is relative to one's own performance

Question 48

Dierdorff et al. (2020)

Answer 48

Ebb and flow of dispositional goal orientations: the consequences of within-person variability stable, dispositional goal orientations exhibit significant within-person variability over time. Results further showed that this variability affected subsequent skill-based and affective learning outcomes data provide strong evidence that dispositional/trait GO reflects chronic patterns of cognition and behavior that ebb and flow as individuals engage in learning over the course of a training program (in this case, 4-6 months)

Question 49

Van den Broeck et al. (2021)

Answer 49

Beyond intrinsic and extrinsic motivation: a meta analysis on SDT work motivation correlations of SDT’s types of motivation, ordered along the continuum of self-determination, show a linear trend with employee outcomes intrinsic is important: intrinsic motivation explained the most variance in almost all outcomes, and was the sole predictor of absenteeism, albeit with a small impact. Overall, these results suggest that making work inherently enjoyable and interesting pays off controlled motivation still works, but... introjected people may perform well by pressuring themselves or striving to feel better about themselves, but with some well-being price to pay (resources spent on internalization)